@techreport{62689, author = {{Fuchs, Christian and Museba, Joel and Friesch, Kevin}}, publisher = {{Horizon Europe Research Project INNOVADE Research Report }}, title = {{{D3.1 – White Paper: The Futures of Digital Democracy}}}, doi = {{10.5281/ZENODO.17747936}}, year = {{2025}}, } @inproceedings{60637, author = {{Weiser, David and Ditter, Rebecca and Ditter, David and Siepmann, Karin and Grandrath, Rebecca and Fechner, Sabine and Sommer, Katrin and Bohrmann-Linde, Claudia and Rubner, Isabel}}, booktitle = {{International conference New Perspective on Science Education}}, isbn = {{979-12-80225-83-2}}, location = {{Florence}}, number = {{14}}, publisher = {{Libreriauniversitaria.it}}, title = {{{Innovative teaching with actionbound: Digital pathways in chemistry education - a practical example from ComeNet Chemistry in the ComeMINT Project}}}, year = {{2025}}, } @inbook{62203, abstract = {{Abstract This study investigates parents’ perspectives on the preferred onset of English education in Germany and potential explanatory factors drawing on a cross-sectional survey of 2,645 parents from the EUBE project ( Englischunterrichtsbeginn aus Elternsicht / Parental perspectives on the onset of English Language Education). Results reveal that a significant majority of parents advocate for an early start in year 1 or 2 of primary school, generally aligning with their strong conviction of the importance of English, high educational aspirations and expectations, and their own (early) start of language education. The findings contribute to a deeper understanding of parental perspectives that have also shown to be related to multiple indicators of educational success in general and achievements in language learning in particular.}}, author = {{Rumlich, Dominik and Porsch, Raphaela}}, booktitle = {{Early language education in instructed contexts}}, editor = {{Frisch, Stefanie and Glaser, Karen}}, isbn = {{9789027223449}}, pages = {{286--305}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany}}}, doi = {{10.1075/lllt.62.13rum}}, year = {{2025}}, } @inproceedings{61427, abstract = {{The carbon footprint of modern vehicles and their mechatronic systems is more important than ever. Research by the publicly funded Nalyses project and the HELLA company shows that the headlamps use phase makes a significant contribution to the life cycle footprint taking into account the current electricity mix [1]. Today, functionalities such as adaptive curve light or glare-free high beam ensure comfort and safety by assessing the state of the vehicle and evaluating the driving scenario ahead. In future, this evaluation will be expanded and used to adapt the headlamp to the driving scenario in such a way that as little light as possible is emitted, but as much light as necessary. In order to achieve this goal, an overall evaluation of the regulatory compliant energy saving potential is crucial in a first step and leads to constraints for a dynamic adaption while driving. In this paper, the potential is illustrated by evaluating UNECE Regulation No. 149 and optimizing luminous intensity distributions. Depending on the different resolutions of matrix LED headlamps, this approach can result in a significantly lower luminous flux. On the other hand, the results are point-like distributions that raise the question of whether the regulation still provides for sensible minimum requirements for modern matrix LED headlamps. The results are further presented in a simulated virtual environment with regard to the resulting luminance in different driving scenarios. We then present an approach to integrate regulatory requirements into a control algorithm by setting optimization constraints and saturating the control. Finally, we classify the found luminous intensity distributions qualitatively according to common lighting criteria. In summary, although the investigated minimum distributions are by no means desirable for drivers themselves, they form the basis on which energy-saving distributions for illuminated areas and twilight scenarios could be adaptively controlled in the future.}}, author = {{Fittkau, Niklas and Bußemas, Leon and Malena, Kevin and Gausemeier, Sandra and Trächtler, Ansgar}}, booktitle = {{Proceedings of the 16th International Symposium on Automotive Lighting 2025}}, location = {{Darmstadt}}, title = {{{Regulatory-compliant energy-saving potential for the passing beam of matrix LED headlamps}}}, doi = {{10.26083/tuprints-00030840}}, year = {{2025}}, } @phdthesis{63511, abstract = {{Der unsystematische und ineffiziente Umgang mit technischen Änderungen führt zuhohen Personalkosten durch Mehraufwand, einer reduzierten Entscheidungsqualität und kannin Projektfehlschlägen resultieren. Herausforderungen beim Umgang mit technischen Änderungenliegen in der Berücksichtigung relevanter Ursache-Wirkungs-Zusammenhänge, der quantitativen und qualitativen Bewertung der Auswirkungen und der effizienten prozessualen Einbindung. Mithilfe eines modellbasierten Lösungsansatzes lassen sich die Auswirkungen technischer Änderungen schneller bewerten und fundierte Entwicklungsentscheidungen treffen. In der vorliegenden Dissertation wird eine Methodik für die Entwicklung modell-basierter Wirkkettenanalysen zur Bewertung technischer Änderungen beschrieben. Durch die modellbasierte Wirkkettenanalyse können direkt oder indirekt von der Änderung betroffene Modellelemente identifiziert werden. Das Datenmodell wird mithilfe von Abfragesprachen analysiert und die Auswirkungen werden mithilfe von integrierten Metriken quantifiziert. Die Ergebnisse der Wirkkettenanalyse werden in rollenspezifischen Sichten bereitgestellt, wodurch eine bedarfsgerechte Entscheidungsunterstützung gewährleistet wird. Die Validierung anhand von vier industriellen Fallstudien belegt die Praxistauglichkeit der Methodik. Die Methodik verbindet das Änderungsmanagement mit den Vorteilen einer modellbasierten Systementwicklung und bildet somit einen synergetischen neuen Forschungsbereich.}}, author = {{Wiechel, Dominik}}, isbn = {{978-3-947647-51-4}}, issn = {{2365-4422}}, title = {{{Modellbasierte Wirkkettenanalyse zur Bewertung technischer Änderungen}}}, doi = {{10.17619/UNIPB/1-2473}}, volume = {{432}}, year = {{2025}}, } @article{58917, abstract = {{Auslandsaufenthalte von Studierenden sind im Fach Musikwissenschaft an der Universität Paderborn eher eine Ausnahme. Das hat unterschiedliche Gründe, unter anderem die nicht vorhandene curriculare Verankerung. Dabei belegen diverse Untersuchungen, dass solche Aufenthalte den interkulturellen Kompetenzerwerb und damit Fähigkeiten fördern, die unabhängig vom Fach in einer globalisierten Welt immer größere Relevanz im Berufsleben einnehmen. Im Projekt wurde ein hybrides internationales Kooperationsseminar entwickelt und durchgeführt sowie in Bezug auf den Erwerb dieser wichtigen Schlüsselqualifikation evaluiert. Die Auswertung der unter anderem durch Fragebögen erhobenen Entwicklung konnte deutlich die positiven Auswirkungen eines hybriden Kooperationsseminars auf interkulturelle Kompetenzen, die Auseinandersetzung mit verschiedensten Aspekten einer anderen Kultur, darunter Geschichte, Politik, (Post-)Kolonialismus und den eigenen Privilegien aufzeigen. Zudem lassen sich aus der Evaluation weitere Ideen für rein digitale Formate ableiten. }}, author = {{Adler, Luise}}, journal = {{Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025}}, keywords = {{interkulturelle Kompetenz, interkulturelle Sensitivität, Musikwissenschaft, digitale Lehre, hybride Lehre, intercultural competence, intercultural sensitivity, musicology, digital education, hybrid education}}, number = {{17}}, pages = {{218 -- 231}}, publisher = {{Nerea Vöing, Diana Bücker}}, title = {{{Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare}}}, doi = {{10.3278/HSL2459W}}, volume = {{11}}, year = {{2025}}, } @inbook{60532, author = {{Biehler, Rolf and Schulte, Carsten}}, booktitle = {{Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria}}, title = {{{Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.}}}, year = {{2025}}, } @inproceedings{61057, abstract = {{Verification and Validation (V&V) are essential processes in engineering Cyber-Physical Systems. However, the role of V&V engineers is often not given sufficient attention. Based on a systematic literature analysis and practical observations, a four-step method for Test-oriented Resilient Requirements Engineering (ToRRE) is developed. The steps are planning V&V, executing V&V activities, documenting V&V activities and analyzing results of V&V activities. Applying ToRRE ensures continuous information flow and traceability. Engineers are enabled to analyze requirements using engineering artifacts connected through Model-Based Systems Engineering. Adopting methods for Model-Based Effect Chain analysis to evaluated test cases and test scenarios, conclusions on requirements engineering and change management are enabled. The method is evaluated in an EU research project.}}, author = {{Gräßler, Iris and Ebel, Marcel}}, booktitle = {{Proceedings of the Design Society}}, issn = {{2732-527X}}, keywords = {{systems engineering (SE), product modelling/models, design methods, verification & validation, test cases & test scenarios}}, location = {{Dallas, Texas, USA}}, pages = {{3031--3040}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{Test-oriented Resilient Requirements Engineering (ToRRE): extending model-based effect chain analysis to verification objectives}}}, doi = {{10.1017/pds.2025.10317}}, volume = {{5}}, year = {{2025}}, } @inproceedings{61060, abstract = {{In early operational phases of severe weather events, a lack of information challenges emergency management teams to gain an overview of the situation and make informed decisions. To support situational exploration, unmanned aerial and ground vehicles attract increasing attention, primarily used to document operational sites. However, they offer further potential in early operational phases. To ensure their reliable use for exploration, decision-makers must be aware of opportunities and limitations under prevailing conditions. For this, use cases for robotic simulation in emergency response are presented, considering technical restrictions and dynamic influences from weather impacts. The approach of integrating rescue robot simulation into the response phase is developed following a five-step research design. Existing use cases of rescue robot simulation are identified in a systematic literature analysis. The results are extended with use cases developed for urban flooding scenarios. Subsequently, use cases are assessed and selected for implementation in the simulation environment Gazebo. Finally, the results are validated with end users in the EU research project CREXDATA, which focuses on decision support based on processing extreme data. The implemented use cases demonstrate the potential of robotic simulation in emergency response to accelerate action planning in decisionmaking and provide a more detailed picture, enabling betterinformed decisions. }}, author = {{Gräßler, Iris and Döhner, Niklas and Ebel, Marcel and Pottebaum, Jens}}, booktitle = {{Mensch und Computer 2025 - Workshopband}}, keywords = {{robotic simulation, rescue robots, emergency response, extreme weather}}, location = {{Chemnitz}}, title = {{{Shifting boundaries from preparedness to response: Using simulation of rescue robots in weather-induced emergencies}}}, doi = {{10.18420/muc2025-mci-ws01-187}}, year = {{2025}}, } @inbook{59903, abstract = {{This article explores the challenges and opportunities of documenting and cataloguing 19th-century music sources in Germany, using the 1832 Stuttgart production of Goethe’s Faust with music by Peter Joseph von Lindpaintner as a case study. The main focus lies on the potential interplay between (digital) critical music editions and RISM as complementary approaches to source documentation. While RISM has traditionally concentrated on pre-1800 sources, the vast and complex landscape of 19th-century music-theatrical materials—especially handwritten performance materials, but also printed sources—calls for new collaborative strategies. Drawing on the Faust edition within the OPEN Edirom project, which publishes data in open, structured formats (TEI and MEI) and makes them accessible via the RADAR4Culture repository and the Culture Knowledge Graph, the article argues for closer integration between editorial projects and RISM through stable identifiers and Linked Open Data principles. Editorial descriptions do not compete with RISM records but meaningfully extend them, and vice versa. The case study illustrates how editorial source descriptions and full-text editions could enhance the informational scope and augment the reach of RISM, and how RISM could serve as a basis for more granular, interconnected, and FAIR-compliant musicological research infrastructures. The article proposes RISM as a central access point for distributed research data and outlines the simple yet effective steps researchers can take to enhance discoverability and interoperability: namely, by using (or if necessary, creating) RISM IDs and by publishing data with persistent Digital Object Identifiers (DOIs).}}, author = {{Frömmel, Lena and Münzmay, Andreas}}, booktitle = {{Musikquellen des 19. Jahrhunderts in Deutschland. Herausforderungen und Chancen}}, editor = {{Schwindt, Nicole}}, pages = {{153--178}}, publisher = {{musiconn.publish}}, title = {{{Vernetzte Musikquellen des 19. Jahrhunderts. Überlegungen zum Zusammenspiel wissenschaftlicher Editionen mit RISM am Beispiel des Stuttgarter Faust 1832}}}, doi = {{10.25366/2025.45}}, year = {{2025}}, } @misc{58949, abstract = {{"He came concealed, but he hath now revealed his true identity! Kneel for the mighty King Arthur!" The Amelia Project is a production of Imploding Fictions. This episode featured Alan Burgon as The Interviewer, Hemi Yeroham as Kozlowski, Owen Lindsay as Big Jim, Patrick Lamb as Gavin, Anne Weiner as the barmaid, Anne Marie Sheridan, Beus Lunaire, Lara Bozkurt, Nicola Ségur and Torgny G. Aanderaa as villagers, Jordan Cobb as Jackie Williams and Erin King as Mia Fox. The episode was written by Oystein Ulsberg Brager with story and audio editing by Philip Thorne, translations into Old English by Dr. Markus Freudinger, sound design by Eli Hamada Mcilveen, music by Fredrik Baden, graphic design by Anders Pedersen, production assistance by Maty Parzival, and casting assistance by Julia C. Thorne. The episode was recorded at RedP studio in Vienna, with engineering by Arpad Hadnagy and Oliver Illes and assistance by Paul Kraner. Website: https://ameliapodcast.com/  Transcripts: https://ameliapodcast.com/season-5 }}, author = {{Ulsberg Brager, Oystein and Thorne, Philip and Freudinger, Markus}}, title = {{{The Amelia Project - Episode 87 - King Arthur (537 AD)}}}, year = {{2025}}, } @inproceedings{62149, abstract = {{The increasing complexity of technical systems requires early, structured verification and validation (V&V). Existing metadata models only map parts of the engineering process and do not enable a continuous chain of effects from requirements to test results. The aim of this publication is to develop a holistic V&V metadata model for the consistent, transparent and machine-processable description and linking of relevant engineering artifacts. In a five-stage research approach, essential model components are derived from literature and are integrated into a holistic model. Initial applications as part of a European research project show the potential of the model for a well-founded effect chain analysis and decision-supporting V&V processes.}}, author = {{Gräßler, Iris and Ebel, Marcel}}, booktitle = {{DS 140: Proceedings of the 36th Symposium Design for X (DFX2025)}}, keywords = {{verification, metadata model, Systems Engineering}}, location = {{Hamburg}}, publisher = {{The Design Society}}, title = {{{Ganzheitliches Metadatenmodel für die Verifikation und Validierung in der Entwicklung komplexer technischer Systeme}}}, doi = {{10.35199/dfx2025.09}}, year = {{2025}}, } @misc{65564, author = {{Lazarov, Stefan Teodorov and Türk, Olcay and Grimminger, Angela and Wagner, Petra and Buschmeier, Hendrik}}, publisher = {{LibreCat University}}, title = {{{Annotation Schemes Project A02 "Monitoring the understanding of explanations"}}}, doi = {{10.17605/OSF.IO/J2DHA}}, year = {{2025}}, } @inproceedings{59480, abstract = {{Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form The concept of inclusive education has gained considerable attention recently, emphasizing the importance of creating supportive educational environments for all students. Parental perceptions play a crucial role in shaping these inclusive climates (De Boer et al., 2010; Stevens & Wurf, 2020). However, current measures are often neither concise nor practical for widespread application. This study addresses this gap by developing a valid and reliable short scale for assessing parental perceptions of inclusive education. Despite growing research on inclusive education, there remains a lack of concise instruments that effectively capture parental perceptions across diverse contexts. A recently developed instrument focusing on parents’ views is the ‘Parental Perception of Inclusion Climate Scale’ (PPICS; Sharma et al., 2022). The original scale comprises 28 items representing three factors (‘Teacher and School Support’, ‘Student Engagement’ and ‘Friendships’). Although the original version has its advantages (broad representation of the constructs, tested psychometric properties), a shorter version would make it even easier to use in research and practice. Therefore, our research aims to shorten this instrument and to demonstrate its psychometric integrity. We used a sample of N=4,338 parents from Germany who completed a German version of the ‘PPICS’ (Kullmann & Blankenstein, 2024; Sharma et al., 2022) online. The total sample was randomly divided into two similar subsamples for validation. In the first subsample, we examined factorial structure using exploratory and confirmatory factor analyses. Our results confirmed the replication of the originally proposed three-factor structure; however, one factor (‘Student Engagement’) was represented by only two items with insufficient reliability, while a second factor (‘Friendships’) included items that were not fully congruent with its intended content and had high cross-loadings.  It was therefore decided to retain only one robust factor (‘Teacher and School Support’) for further analysis. Items were excluded based on item characteristics and content relevance. This resulted in an eight-item scale, which was subsequently validated in the second subsample. The final analyses confirmed measurement invariance across both subsamples and different federal states as well as across parents of children with and without disabilities. These findings suggest that the shortened scale is reliable and valid for assessing parental perceptions of inclusive teacher and school support in different contexts. Its application can contribute to incorporating parents' perspectives into discussions about inclusive education. As part of a study in Switzerland in March 2025, the short version will be tested. These results will be complemented and discussed in the presentation. References  De Boer, A., Pijl, S. P., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181. Kullmann, H., & Blankenstein, L. (2024). GAPS-G – Global Parent Study – Germany: (Globale) Wahrnehmung von Eltern und Erziehungsberechtigten in Bezug auf Förder- und Regelschulen – Deutschland. German Version of the English Questionnaire of Sharma, Umesh (2023): Parental/Carer Global Perception towards Special/Mainstream Education. Project ID: 29469. Melbourne: Monash University. Paderborn: Paderborn University. Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742. Stevens, L., & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365.}}, author = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}}, location = {{University of Belgrade. Serbia}}, title = {{{Parental perceptions of inclusive teacher and school support – Establishment of a short-form}}}, year = {{2025}}, } @misc{52684, abstract = {{This is the data set of the project Henze-Digital. It contains project specific authority files (e.g., persons, organizations, places) and editions (e.g., letters, documents).}}, author = {{Ried, Dennis and Capelle, Irmlind and Minetti, Elena and Tumat, Antje}}, publisher = {{LibreCat University}}, title = {{{HenDi-Data (data package) v3.1.0}}}, doi = {{10.5281/ZENODO.10839525}}, year = {{2024}}, } @misc{51677, abstract = {{This is the data set of the project Henze-Digital. It contains project specific authority files (e.g., persons, organizations, places) and editions (e.g., letters, documents).}}, author = {{Capelle, Irmlind and Minetti, Elena and Ried, Dennis and Tumat, Antje}}, publisher = {{Henze-Digital}}, title = {{{HenDi-Data (data package) v3.0.0}}}, doi = {{10.5281/ZENODO.10666370}}, year = {{2024}}, } @article{53068, abstract = {{Für eine gelingende Umsetzung schulischer Inklusion gilt eine professionelle Weiterbildung der Lehrkräfte und des weiteren Schulpersonals als unverzichtbare Voraussetzung, um eine effektive Teamarbeit sowie die Einbindung von Eltern[i] in Erziehungs- und Bildungsprozesse zu gewährleisten. Im Projekt BiFoKi[ii] (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) wurde eine Fortbildungsmaßnahme für inklusive Schulen entwickelt, die sowohl die intrainstitutionelle Kooperation innerhalb der Schule als auch die interinstitutionelle Zusammenarbeit mit den Eltern der Schüler*innen mit und ohne sonderpädagogischen Unterstützungsbedarf adressiert. Die Fortbildung zielt u.a. darauf ab, durch eine im Jahrgangsteam gemeinsam geplante und verantwortete Elternarbeit eine einladende Atmosphäre zu schaffen, Kommunikationswege an diverser werdende Bedarfe der Eltern und der Schüler*innen anzupassen und Eltern stärker in schulische Bildungsprozesse einzubeziehen. Zur Evaluation der Fortbildung wurde eine quasi-experimentelle Studie mit einem Prä-Post-Kontrollgruppendesign realisiert. Längsschnittliche Daten liegen für 55 Lehr- und Fachkräfte vor. Die Ergebnisse der varianzanalytischen Auswertung zeigen, dass sich die Einschätzungen zur Kooperationsbereitschaft der Eltern sowie das selbstberichtete Kooperationsverhalten im Bereich der Erziehungs- und Bildungskooperation in der Interventionsgruppe nach der Teilnahme an der Fortbildung signifikant positiver entwickelt hat als in der Kontrollgruppe.   [i] Mit dem Begriff Eltern sind hier alle erziehungs- bzw. sorgeberechtigten Personen gemeint. [ii] Hinweis zur Finanzierung: Das diesem Beitrag zugrunde liegende Vorhaben BiFoKi (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) wurde mit Mitteln des Bundesministeriums für Bildung und Forschung unter dem Förderkennzeichen 01NV1732in der Förderlinie „Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung“ gefördert (Projektleitung: Birgit Lütje-Klose, Elke Wild, Julia Gorges und Phillip Neumann). Abstract To implement inclusive education successfully, it is crucial that teachers and other school staff are trained to cooperate effectively as a team and to involve parents in educational processes. In the project BiFoKi (Bielefeld Training on Cooperation in inclusive), we developed an in-service training for inclusive schools that addresses the intra-institutional cooperation within schools and the inter-institutional cooperation with the parents of students with and without special educational needs. The training aims to prepare grade-level teams to create a welcoming atmosphere, adapt communication ways to the diverse needs of parents and students and to involve parents more strongly in school educational processes. To evaluate the effectiveness of the training, a quasi-experimental study with a pre-post control group design was implemented. Longitudinal data is available for 55 teachers and other professionals. The results indicate that the intervention group demonstrated a more positive development in terms of satisfaction with parents' willingness to cooperate as well as self-reported cooperative behavior in the area of educational cooperation, compared to the control group.}}, author = {{Grüter, Sandra and Gorges, Julia and Lütje-Klose, Birgit and Neumann, Phillip and Wild, Elke}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, keywords = {{General Medicine}}, number = {{3}}, publisher = {{University Library J. C. Senckenberg}}, title = {{{Jahrgangsteams zur Kooperation mit Eltern anregen – eine Aufgabe für Fortbildungen? Evaluationsergebnisse zum Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi)}}}, doi = {{10.21248/qfi.131}}, volume = {{5}}, year = {{2024}}, } @article{47099, author = {{Bartels, Lara and Kesternich, Martin and Löschel, Andreas}}, issn = {{1556-5068}}, journal = {{Land Economics }}, keywords = {{General Earth and Planetary Sciences, General Environmental Science}}, title = {{{The Demand for Voluntary Carbon Dioxide Removal – Experimental Evidence from an Afforestation Project in Germany}}}, doi = {{10.2139/ssrn.3979837}}, year = {{2024}}, } @article{53417, abstract = {{Abstract Remote-controlled telescopes in education provide the opportunity to obtain high quality astronomy images for a broad variety of users. The Stellarium Gornergrat is such a telescope. In addition to pure observation, it offers a user-friendly interface and teaching modules so that astronomical and astrophysical projects can be integrated into everyday school life without any special prior knowledge and without requiring a lot of time. This contribution presents the Stellarium project and a provides an overview of several teaching activities.}}, author = {{Gschwind, Stéphane and Hohmann, Sascha and Müller, Andreas and Nordine, Jeffrey and Riesen, Timm-Emanuel}}, issn = {{1742-6588}}, journal = {{Journal of Physics: Conference Series}}, keywords = {{Computer Science Applications, History, Education}}, location = {{Hanoi}}, number = {{1}}, publisher = {{IOP Publishing}}, title = {{{The Stellarium Gornergrat: Astrophysics with your own Data}}}, doi = {{10.1088/1742-6596/2727/1/012011}}, volume = {{2727}}, year = {{2024}}, } @misc{53790, abstract = {{This is the data set of the project Henze-Digital. It contains project specific authority files (e.g., persons, organizations, places) and editions (e.g., letters, documents).}}, author = {{Ried, Dennis and Minetti, Elena and Capelle, Irmlind and Tumat, Antje}}, publisher = {{Henze-Digital}}, title = {{{HenDi-Data (data package) v4.0.0}}}, doi = {{10.5281/ZENODO.11067989}}, year = {{2024}}, }